The relationship between teachers' self-efficacy beliefs and their work alienation

This study aims to find out the relationship between teachers' self-efficacy beliefs and their work alienation. The sample of the study, which was designed in the correlational survey model, includes 395 teachers working in the official primary and secondary schools in the city center of Kütahya. Teacher Self-Efficacy Scale and Work Alienation of Primary School Teachers Scale were used. The data were analyzed by descriptive statistics, t test, ANOVA, Kruskal Wallis H Test, Mann Whitney U Test, Pearson correlation coefficient and multiple regression analysis. Teachers' self-efficacy beliefs were found to be "quite sufficient". Teachers' self-efficacy beliefs differ significantly in terms of some sub-dimensions in favor of married teachers and subject matter teachers; however, their self-efficacy beliefs do not differ significantly in terms of gender, seniority, the number of teachers in their schools, educational status and length of teaching service in their schools. It was concluded that teachers experienced work alienation most in the rank of "sometimes" in alienation to school dimension, then "rarely" in the powerlessnes, "never" in the isolation and meaninglessness dimensions. In some dimensions, the levels of alienation differ significantly in favor of males, singles, post-graduates, teachers working with 20-39 teachers, and subject matter teachers. However, teachers' work alienation does not differ significantly in terms of seniority and length of teaching service in their schools. A significant negative relationship was found between teachers' self-efficacy beliefs and their work alienation. In addition, it was found that teachers' self-efficacy beliefs significantly predicted their work alienation.